OAK PARK AND RIVER FOREST HIGH SCHOOL BOARD CULTURE, CLIMATE AND - - PowerPoint PPT Presentation

OAK PARK AND RIVER FOREST HIGH SCHOOL

BOARD CULTURE, CLIMATE AND BEHAVIOR COMMITTEE MARCH 2, 2017

AGENDA

Visitor Comments Approval of Minutes Committee Norms Reflections from Last Meeting CCB Mission Statement Review Discussion of Draft Recommendations Exit Ticket Adjournment

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VISITOR COMMENTS

Please limit public comments concerning matters within the jurisdiction of the Culture, Climate, and Behavior Committee to 3 minutes. This section is not intended to be a dialogue with the Policy Committee.

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APPROVAL OF MINUTES

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CCB NORMS

We will:

• Work together as a community that values building

consensus.

• Be fully “present” at our meeting by being prepared and

being attentive.

• Share examples which do not include references to

specific individuals or specific situations.

• Invite and welcome the contributions of every member

and listen to each other.

• Operate in a collegial and open atmosphere.
• Be guided by the Oak Park and River Forest High School

mission statement which enhances success for all students.

• Assume positive intentions from every member and every

presenter

• Listen to understand, not only reply

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REFLECTIONS FROM LAST MEETING

What did you learn?

• There have been initiatives that worked which were

discontinued.

• Several points on accountability that are all great.

Very comprehensive. What surprised you?

• That things that were working got discontinued.

Hopefully, this will no longer happen.

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REFLECTIONS FROM LAST MEETING

What do you want to know more about?

• I want to know about current initiatives, whether or

not they’re working, and what improvements need to be made.

• How to increase student voice.
• Solutions vs. ‘pointless’ commentary

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CCB MISSION STATEMENT DRAFT

The Culture, Climate, and Behavior Committee provides recommendations for improvement of the high school’s culture and climate to the Board of Education with the goal of creating an environment in which student discipline rates will not be predictable by race, socioeconomic factors, or special education status, and where all students feel welcome and experience a sense of belonging.

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DEFINING OUR WORK: CCB KEY THEMES FROM 1/17

Accountability: We understand our individual roles in improving OPRF culture, climate, and behavior and we hold each other accountable to effecting positive change Rigorous Evaluation: We assess current (and proposed) practices, both on outcomes, and our ability to properly implement. Safe Spaces: We cultivate opportunities for engage every member of the OPRF community in a supportive, responsive manner Communication / Awareness: We promote and utilize available supports, through easy access and intentional outreach.

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Cultural sensitivity: Lack of racial equity is a long-standing concern for the OPRF community, and the pursuit of equity in OPRF culture, climate, and behavior is an explicit goal for this committee’s efforts.

DEFINING OUR WORK: RECOMMENDATIONS DRAFT

2016 - 2017 (Spring Semester):

• Annual review of OPRF culture and climate (e.g., surveys, focus groups)

2017 - 2018:

• Create and adhere to schedule of adult volunteers to act as

school-day welcoming greeters.

• Conduct inventory/audit of all initiatives to improve equity through culture

and climate implemented from 2000 to present.

• Creation of a standing committee to monitor and evaluate equity issues

within the school.

• Engage student voice via regular feedback to the Board from students

concerning the school’s climate.

• Engage student and family voice to improve equity across all

demographics through town halls, assemblies, and other regular mechanisms for feedback 2018 - 2019:

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CCB EXIT TICKET

• What did you learn?
• What surprised you?
• What do you want to know more

about?

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ADDITIONAL COMMENTS/ QUESTIONS?

Other reflections or questions—put questions on the table

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ADJOURNMENT

Next scheduled meeting: Monday, March 13, 2017, 7:00 PM Proposed: Monday, April 10, 2017, 7:00 PM

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APPENDIX

About the Culture, Climate, and Behavior Committee CCB Timeline and 2017 Meeting Dates Defining Culture vs Climate Summary of Findings from 2003 Study on Learning Community Performance Gap

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CULTURE, CLIMATE, AND BEHAVIOR COMMITTEE (CCB)

Formed in Spring 2016 to review and make recommendations

• n the district’s equity policies and practices, particularly the

Code of Conduct To comply with Illinois Senate Bill 100, the Code of Conduct has been revised for the current (2016-17) Academic Year Given these changes, the committee maintains the goal of identifying opportunities to promote positive, equitable policies and practices at OPRF with respect to discipline

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CCB TIMELINE FOR FALL 2017 RECOMMENDATIONS

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Committee generates ideas Sep 2016 Ideas prioritized (Fall ‘17, Spr ‘18, etc) Dec 2016 Fall ‘17 proposals developed Jan 2017 Fall ‘17 proposals finalized; submitted as recommendations to BOE Feb 2017 Communication Plan Feb 2017 Fall ‘17 recommendations ratified by BOE Apr 2017

FUTURE MEETING DATES

Proposed:

• Monday, March 13th

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CULTURE VS. CLIMATE

Culture is sometimes referred to as the “personality” of the school, whereas the Climate is the “mood” of the school

• Culture is a reflection of institutional practices, built up over multiple

years, and reflected in predictable responses

• Climate is more related to morale, which is more likely to vary from

teacher to teacher, and from day to day

• Historically, efforts that help boost morale without changing practice

are ultimately not lasting because they don’t ultimate impact school culture

• Efforts that affect cultural change ultimately require us to question our

practices and possibly, belief systems

18 Adapted from S. Gruenart, “School Climate, School Culture: They Are Not the Same Thing” (Principal, Mar/Apr 2008; https://www.naesp.org/resources/2/Principal/2008/M-Ap56.pdf)

2003 OPRF STUDY: OVERVIEW

A 2003 analysis of African-American achievement at OPRF took a comprehensive look at campus culture and climate

• The study, The Learning Community Performance Gap, was conducted

by a team of OPRF and community - based research practitioners, and took more than two years to complete.

• Although the primary focus of the study is race-based differences in

academic outcomes at OPRF, the research also notes race-based differences in discipline outcomes, with campus culture as a common factor

• In review, the study also chronicled a series of reports, committees, and

interventions commissioned by OPRF going back as early as 1977

• The full study is available on the OPRF website:

http://www.oprfhs.org/documents/LearningCommunityPerformanceGap2003.pdf

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2003 OPRF STUDY: KEY DISCIPLINE FINDINGS

There is a strong hypothesis that many of the study’s findings with respect to discipline still hold

• Black students consistently represent less than 30% of the student

body, and account for more than half of total offenses

• Black students are far less likely than white students to avoid

recording an offense, and far more likely to record multiple offenses

• Black and White students charged with the same offense are likely to

receive the same consequences; however, as noted above, Black students are more likely to be charged in general

• Hispanic, Native American, and a subset of Asian students, (though

not explicitly referenced in the 2003 study) will tend to trend with Black students

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2003 OPRF STUDY: KEY CULTURAL FINDINGS

Given that, there is a strong hypothesis that the study’s findings with respect to culture also still hold:

• Black students were found “less likely to feel safe and happy about

school and classroom environments” and “less likely to feel happy about their teachers”

• The persistence of performance gaps suggested two communities

exist at OPRF - “one for White students that places them at ‘academic promise’, and one for African American students that places them ‘at academic risk’.”

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2003 OPRF STUDY: KEY RECOMMENDATIONS

Recommendations from the study called for institutional investment with direct relevance to discipline:

• Resources to determine effectiveness in reducing Code of Conduct

infractions, with specific strategies for:

• Strategies for reducing infractions committed by Black students
• Strategies for reducing recidivism rates for Black students
• Methods for measuring the effectiveness of strategies
• Methods for enhancing the effectiveness of discipline teams
• Evidence-based research of all attendance system interventions

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2003 OPRF STUDY: KEY RECOMMENDATIONS

Recommendations from the study also called for institutional investment in several areas addressing OPRF climate and culture:

• Investigation of ways to enhancing positive interpersonal

relationships between faculty and students

• Longitudinal study and joint advisory board to monitor academic

success and seamless transition (with Districts 90 and 97)

• Parent development interventions and workshops with particular

focus on African American students

• Support for campus orgs for African-American student success,

development, networking, and mentoring

• Support for African-American Faculty Advisory Council to monitor

programs targeted to support African-American students while affirming the collective responsibility of all faculty

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